Goals and Objectives
1. Students will examine Hitler’s stance of the usage of propaganda.
2. Students will determine how much of an impact the use of propaganda had on Hitler’s rising to power and increasing his power.
3. Students will analyze the impact that propaganda can have on a population.
2. Students will determine how much of an impact the use of propaganda had on Hitler’s rising to power and increasing his power.
3. Students will analyze the impact that propaganda can have on a population.
Content Standards
10.7 Students analyze the rise of totalitarian governments after World War I.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
Common Core Standards
CCSS.H/SS_R Grade 9-10
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Lesson Introduction
The lesson will begin with students viewing two advertisement commercials; one political commercial giving one side of an argument and the other a one sided iPad tablet vs. Microsoft tablet commercial. This is done to get students thinking about the topic that will be covered in the lesson (Propaganda).
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Vocabulary
- Propaganda
- Adolph Hitler
- Mein Kampf
- The mass
Content Delivery
After watching the commercials, I will ask the class, “What is propaganda? And how do these commercials reflect it?” If students aren’t able to answer the question, I will define propaganda. I will then transition to the lesson by explaining how propaganda has been used in the past to promote causes and it is still done today. Next, I will show the students two examples of propaganda posters used by Hitler to further his cause. I will ask the students various critical thinking questions about the posters, such as "What message do you think Hitler is attempting to convey in this poster?" I will then explain to the classroom how to complete the poster board primary source analysis worksheet. Students will then complete a poster board primary source analysis sheet with their assigned group. The teacher will then go over the answers together as a class before transitioning to the primary sourced document that the class will analyze together.
The class will be reading and analyzing an excerpt from Adolph Hitler’s book Mein Kampf about his views on propaganda and its relevance. The class will do a read-aloud of the passage. I will begin reading and then I will call upon volunteers to read after reading the first two paragraphs. I will stop reading periodically to ask students to interpret what is being said in the text. I will also have students highlight important concepts and vocabulary in the text. I will also stop periodically to define and repeat vocabulary. After the reading of the text, we will answer a primary source written document analysis sheet individually. I will walk around the class to assist any student who may need extra help. Afterwards, we will go over the answers together as a class.
The class will be reading and analyzing an excerpt from Adolph Hitler’s book Mein Kampf about his views on propaganda and its relevance. The class will do a read-aloud of the passage. I will begin reading and then I will call upon volunteers to read after reading the first two paragraphs. I will stop reading periodically to ask students to interpret what is being said in the text. I will also have students highlight important concepts and vocabulary in the text. I will also stop periodically to define and repeat vocabulary. After the reading of the text, we will answer a primary source written document analysis sheet individually. I will walk around the class to assist any student who may need extra help. Afterwards, we will go over the answers together as a class.
Student Engagement
Students will analyze two propaganda posters used by Hitler to further his cause using a poster analysis worksheet. This will be completed in groups of three. Students will also be asked to answer critical thinking questions throughout the reading of the primary source. Students will then complete a written document analysis worksheet individually that requires them to answer critical thinking questions the Mein Kampf excerpt. Students will end the class creating their own political propaganda poster individually.
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Lesson Closure
Students will create their own political propaganda posters. Poster boards, markers, and crayons will be provided for the students to use. The posters must give a one-sided argument of any class appropriate political issue they choose (ex. Reasons for war, women’s rights, right to have child labor).
Assessments
Formative - Primary Source Poster Analysis Worksheets
Formative - Primary Source Written Document Analysis Worksheet
Summative - Propaganda Poster
Formative - Primary Source Written Document Analysis Worksheet
Summative - Propaganda Poster
Accommodations
Doing a read-aloud of the Mein Kampf excerpt instead of having students read individually is an accommodation that is made for English Learners, Striving Readers, and Students with Special needs. I will model reading and call upon strong readers to model reading as well. Repeating vocabulary is also done to accommodate English Learners, Striving Readers, and Students with Special Needs. After having students answer the primary source questions individually, we’ll answer them as a class to insure every student is achieving the learning goals of the unit. The propaganda examples at the beginning of class are done with this in mind as well.